K Grade English


ALL

Page:  1  2  3  4  5  6  (Next)
  ALL

E

ELA-00.L

BPSS-ELA logoStrand (L)

Language

Narrative for the Language Strand:

As they move through formal schooling, students must gain control over the many conventions of standard English grammar, usage, and mechanics. They must also learn various ways to convey meaning effectively. Language standards include the rules of standard written and spoken English as well as the use of language as craft and informed choice among alternatives. The vocabulary standards focus on understanding words and phrases (their relationships and nuances) and acquiring new academic and domain-specific vocabulary. 

English grammar conventions, knowledge of language, and vocabulary extend across reading, writing, speaking, and listening and, in fact, are inseparable from these contexts. As students grow in their understanding of patterns of English grammar, they can use this knowledge to make more purposeful and effective choices in their writing and speaking and more accurate and rich interpretations in their speaking and listening. 

Kindergarten students learn to recognizeand write upper and lower case letters and when to use capital letters in writing. Students also learn about basic punctuation marks, how to verbally use singular and plural nouns, and verbs in the past, present and future tense.

How to help your child with the standards in the Language Strand:

  • Help your child understand the relationship between letters (upper and lowercase) and sounds by helping them print the alphabet letters.
  • Help your child recognize words that start with a capital, and notice the how the begining word of a sentence begins with a capital when reading favorite books.
  • Use words like in, out, under, around, on top of, for, by, with........
  • Help your child understand that adding -s or -es makes a word plural, and that adding beginnings and endings like -ed and -ing changes the word.
  • Encourage your child to sort words into categories like foods, birds, colors
  • Show your child opposites like hot/cold, big/small, smile/frown
  • Help your child find and use words that have similar meanings like cold/frosty/icy/frigid
  • Encourage your child to use new words that he/she hears, adding to his/her vocabulary

Resources

Calculation Method for Strands

Strands are larger groups of related standards. The Strand Grade is a calculation of all the related standards. Click on the standard name below each strand to access the learning targets and proficiency scales for each strand's related standards.


ELA-00.L.01

ELA-00 Targeted Standards
(L) Strand: Language
Cluster: Conventions of Standard English.

ELA-00.L.01 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

     a. Print many upper- and lowercase letters. 

     b. Use frequently occurring nouns and verbs. 

     c. Form regular plural nouns orally by adding /s/ or /es/ (e.g., dog, dogs; wish, wishes). 

     d. Understand and use question words (interrogatives) (e.g., who, what, where, when, why, how). 

Student Learning Targets:

Reasoning Targets

  • I can identify the differences between upper and lowercase letters 

Skills (Performance) Targets

  • I can print the letters in my name
  • I can print upper and lowercase letters correctly
  • I can use common nouns and verbs correctly when writing and speaking
  • I can make the correct plural noun when writing or speaking
  • I can use question words correctly when writing or speaking
  • I can use common prepositions correctly when writing or speaking
  • I can share my ideas and respond to questions using complete sentences

Product Targets

  • I can use letters to write words

Proficiency (Rubric) Scale

Score   Description Sample Activity
4.0 This standard does not have advanced proficiency.  Once a student has reached proficiency, you will see this skill applied in other reading and writing activities.  
  3.5  
3.0 Individual sub-standards have separate rubrics
 
  2.5  
2.0 Individual sub-standards have separate rubrics  
  1.5  
1.0 Individual sub-standards have separate rubrics  
  0.5  

Resources

Vocabulary

  • Uppercase Letter
  • Lowercase Letter
  • Noun
  • Verb
  • Plural
  • Question Word
  • Preposition
  • Complete Sentence

ELA-00.L.01a

 

ELA-00 Targeted Standards
(L) Strand: Language
Cluster: Conventions of Standard English.

ELA-00.L.01 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

     a. Print many upper- and lowercase letters. 

Student Learning Targets:

Reasoning Targets

  • I can identify the differences between upper and lowercase letters 

Skills (Performance) Targets

  • I can print the letters in my name
  • I can print upper and lowercase letters correctly
  • I can use common nouns and verbs correctly when writing and speaking
  • I can make the correct plural noun when writing or speaking
  • I can use question words correctly when writing or speaking
  • I can use common prepositions correctly when writing or speaking
  • I can share my ideas and respond to questions using complete sentences

Product Targets

  • I can use letters to write words

Proficiency (Rubric) Scale

Score   Description Sample Activity
4.0 There is no advanced criteria for this standard.  Writing upper and lowercase letters is a foundational skill and when a student meets proficiency, they will apply this skill to authentic writing.  
  3.5 In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0 “The Standard.” Student is able to write many upper and lowercase alphabet letters.
The student is able to form nearly all upper and lowercase alphabet letters.  
  2.5 No major errors or emissions regarding 2.0 content and partial knowledge of the 3.0 content.
2.0 Student is able to write some upper and lowercase alphabet letters. The student writes at least half of the upper and lowercase alphabet letters.
  1.5 In addition to 1.0 content, student has partial knowledge of the 2.0 
1.0 Student is able to write the letters in his/her name.
The student writes his or her name (upper or lowercase letters are acceptable).
  0.5 Limited or no understanding of the skill is demonstrated.

Resources

Websites

Vocabulary

  • Uppercase Letter
  • Lowercase Letter
  • Noun
  • Verb
  • Plural
  • Question Word
  • Preposition
  • Complete Sentence

 


ELA-00.L.02

 

ELA-00 Targeted Standards
(L) Strand: Language
Cluster: Conventions of Standard English.

 

ELA-00.L.02 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. 

a. Capitalize the first word in a sentence and the pronoun I.

b.  Recognize and name end punctuation.

c.  Write a letter or letters for most consonant and short-vowel sounds (phonemes)

d. Spell simple words phonetically, drawing on knowledge of sound-letter relationships.

Student Learning Targets:

Knowledge Targets

  • I can name the common sounds that letters make

Skills (Performance) Targets

  • I can write the letter or letters for consonant and vowel sounds
  • I can spell words by matching sounds to letters
  • I can write common (high-frequency) words in my writing

 

Rubric/Proficiency Scale

Score   Description Sample Activity
4.0 Student is able to use conventional spelling for words with common spelling patters and use high- frequency words in their writing.
Student spells the word bunny correctly.
  3.5 In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0 “The Standard.” Student is able to spell simple words phonetically, drawing on knowledge of sound-letter relationships, including some vowel sounds.  
Student attempts to write bunny as bune.
  2.5 No major errors or emissions regarding 2.0 content and partial knowledge of the 3.0 content.
2.0 Student has some sounds of words in their writing. Student writes buny as b or bn.
  1.5 In addition to 1.0 content,student has partial knowledge of the 2.0 and/or 3.0 content.
1.0 Student is able to use marks, lines or scribbles that imitate writing by moving left to right.
Student is still emerging in their sound/spelling patterns and uses lines or scribbles.
  0.5 Limited or no understanding of the skill is demonstrated.

Resources

Websites

Vocabulary

  • Sounds
  • Consonant
  • Writing
  • Word
  • Vowel

ELA-00.L.03

Under Development

ELA-00 Targeted Standards
(L) Strand: Language
Cluster: Knowledge of Language.

ELA-00.L.03 (Begins in grade 2)

Student Learning Targets:

Knowledge Targets

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

Product Targets

  • I can

Proficiency (Rubric) Scale

Score   Description Sample Activity
4.0 Student is able to
-
  3.5 In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0 “The Standard.” Student is able to
-
  2.5 No major errors or emissions regarding 2.0 content and partial knowledge of the 3.0 content.
2.0 Student is able to -
  1.5 In addition to 1.0 content, student has partial knowledge of the 2.0 and/or 3.0 content.
1.0 Student is able to
-
  0.5 Limited or no understanding of the skill id demonstrated.

Resources

Websites

  • Add resources with links, youtube or PDF

Vocabulary

  • List

 


ELA-00.L.04

Under Development

ELA-00 Targeted Standards
(L) Strand: Language
Cluster: Vocabulary Acquisition and Use.

ELA-00.L.04 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on kindergarten reading and content.

     a. Identify new meanings for familiar words and apply them accurately (e.g., knowing duck is a bird and learning the verb to duck). 

     b. Use the most frequently occurring inflections and affixes (e.g -ed, -ing, -s, pre-, -ful, -less) as a clue to the meaning of an unknown word.

Student Learning Targets:

Knowledge Targets

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

Product Targets

  • I can

Proficiency (Rubric) Scale

Score   Description Sample Activity
4.0 Student is able to
-
  3.5 In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0 “The Standard.” Student is able to
-
  2.5 No major errors or emissions regarding 2.0 content and partial knowledge of the 3.0 content.
2.0 Student is able to -
  1.5 In addition to 1.0 content, student has partial knowledge of the 2.0 and/or 3.0 content.
1.0 Student is able to
-
  0.5 Limited or no understanding of the skill id demonstrated.

Resources

Websites

  • Add resources with links, youtube or PDF

Vocabulary

  • List

 


ELA-00.L.05

Under Development

ELA-00 Targeted Standards
(L) Strand: Language
Cluster: Vocabulary Acquisition and Use.

ELA-00.L.05 With guidance and support from adults, explore word relationships and nuances in word meanings.

        a. Sort common objects into categories (e.g., shapes, foods) to gain a sense of the concepts the categories represent.

        b. Demonstrate understanding of frequently occurring verbs and adjectives by relating them to their opposites (antonyms).

        c. Identify real-life connections between words and their use (e.g., note places at school that are colorful). 

        d. Distinguish shades of meaning among verbs describing the same general action (e.g., walk, march, strut, prance) by acting out the meanings. 

Student Learning Targets:

Knowledge Targets

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

Product Targets

  • I can

Proficiency (Rubric) Scale

Score   Description Sample Activity
4.0 Student is able to
-
  3.5 In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0 “The Standard.” Student is able to
-
  2.5 No major errors or emissions regarding 2.0 content and partial knowledge of the 3.0 content.
2.0 Student is able to -
  1.5 In addition to 1.0 content, student has partial knowledge of the 2.0 and/or 3.0 content.
1.0 Student is able to
-
  0.5 Limited or no understanding of the skill id demonstrated.

Resources

Websites

  • Add resources with links, youtube or PDF

Vocabulary

  • List

 


ELA-00.L.06

Under Development

ELA-00 Targeted Standards
(L) Strand: Language
Cluster: Vocabulary Acquisition and Use.

ELA-00.L.06 Use words and phrases acquired through conversations, reading and being read to, and responding to texts.

Student Learning Targets:

Knowledge Targets

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

Product Targets

  • I can

Proficiency (Rubric) Scale

Score   Description Sample Activity
4.0 Student is able to
-
  3.5 In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0 “The Standard.” Student is able to
-
  2.5 No major errors or emissions regarding 2.0 content and partial knowledge of the 3.0 content.
2.0 Student is able to -
  1.5 In addition to 1.0 content, student has partial knowledge of the 2.0 and/or 3.0 content.
1.0 Student is able to
-
  0.5 Limited or no understanding of the skill id demonstrated.

Resources

Websites

  • Add resources with links, youtube or PDF

Vocabulary

  • List

 


ELA-00.RF

BPSS-ELA logoStrand (RF)

Reading Foundations

Narrative for Reading Foundations Strand:

The Foundational Skill standards are directed toward fostering students' understanding and working knowledge of:

Concepts of Print:  Recognizing the features print (ex. how to hold a book, knowing where to start reading....)

Phonological Awareness:  Understanding how spoken words work (rhyming, hearing the individual sounds in words such as the first sound in the word cat is /c/).

Phonics and Word Study:  The relationship between letters and sounds in language.  Students will learn to recognize high-frequency words (ex. I, and, go, is, the) automatically. 

Fluency:  The ability to read smoothly and expressively, and in kindergarten students will participate in shared reading experiences and hear teachers reading aloud.  This helps kindergarteners understand that we read with purpose and understanding. 

How to help your child at home with the foundational skill strand:

  • Re-read favorite books to build awareness of how print works 
  • Have your child play matching games with alphabet letters (matching upper to lowercase)
  • Point out and read billboards, signs, package labels and any other print encountered, pointing out letters
  • Play rhyming games together in the car (What rhymes with tree?)
  • Play word games, taking turns saying syllables and the partner guesses the word (el-e-phant=elephant)
  • Discuss which letters and letter combinations go with which sounds in what you and your child are reading
  • Help your child to decode (take apart) common words so that he/she becomes familiar with how to sound words out
  • Have your child find high-frequency words in magazines or newspapers (kindergarteners work on recognizing 75 words automatically by the end of the year)
  • Read higher levels of text to your child so that he/she can hear you read with accuracy, appropriate speed, and expression

Resources

Calculation Method for Strands

Strands are larger groups of related standards. The Strand Grade is a calculation of all the related standards. Click on the standard name below each strand to access the learning targets and proficiency scales for each strand's related standards.


ELA-00.RF.01

 

ELA-00 Targeted Standards
(RF) Strand: Reading Foundations
Cluster: Print Concepts.

Sub-standard in bold is prioritized in this standard.

ELA-00.RF.01 Demonstrate understanding of the organization and basic features of print.

a.  Follow words from left to right, top to bottom, and page by page

b.  Recognize that spoken words are represented in written language by specific sequences of letters

c.  Understand that words are seperated by spaces in print

d.  Recognize and name all upper-lowercase letters of the alphabet

 

Student Learning Targets:

Knowledge Targets

  • I can hold a book correctly
  • I can recognize that books are read from left to right and top to bottom
  • I can recognize that letters make up words

Reasoning Targets

  • I can recognize that words are seperated by spaces before and after them
  • I can recognize the difference between upper- and lowercase letters

Skills (Performance) Targets

  • I can name all uppercase and lowercase letters of the alphabet

Rubric/Proficiency Scale

Score   Description Sample Activity
4.0 This standard is a foundational skill.  Once a student has reached proficiency, you will see this skill applied in other reading and writing activities.  
  3.5 .
3.0  Individual sub-standards have separate rubrics  
  2.5  
2.0  Individual sub-standards have separate rubrics  
  1.5  
1.0  Individual sub-standards have separate rubrics  
  0.5  

 


Resources

Websites

Vocabulary

  • Alphabet
  • Uppercase letter
  • Lowercase letter
  • Right side up
  • Left
  • Right
  • Order
  • Word

 


ELA-00.RF.01.a

 

ELA-00 Targeted Standards
(RF) Strand: Reading Foundations
Cluster: Print Concepts.

Sub-standard in bold is prioritized in this standard.

ELA-00.RF.01 Demonstrate understanding of the organization and basic features of print. 

a.  Follow words from left to right, top to bottom, and page by page

Student Learning Targets:

Knowledge Targets

  • I can hold a book correctly
  • I can recognize that books are read from left to right and top to bottom

Reasoning Targets

  • I can recognize the difference between upper- and lowercase letters

Skills (Performance) Targets

  • I can turn pages in a book from front to back and read the left page before the right

 

 

Rubric/Proficiency Scale

Score   Description Sample Activity
4.0 Following words on a page is a foundational skill where no advanced criteria is available.  Once proficiency for this standard is met, students will be applying that knowledge in other standards in the Reading and Writing strands.  
  3.5  No Advanced Critera (see explanation for Level 4)
3.0

“The Standard.” Student is able to follow words from:

  • Left to right
  • Top to bottom
  • page by page

  2.5  No major errors or emissions regarding 2.0 content and partial knowledge of the 3.0 content.
2.0 The student demonstrates tracking most of the time.
  1.5  In addition to 1.0 content,student has partial knowledge of the 2.0 content.
1.0 The student sometimes follows words, but is not consistent.

  0.5 Limited or no understanding of the skill is demonstrated

Resources

Websites

Vocabulary

  • Letters
  • Words
  • Tracking
  • Follow
  • Pages
  • Turn
  • Top
  • Bottom
  • Right-side up
  • Left
  • Right

 


ELA-00.RF.01.d

 

ELA-00 Targeted Standards
(RF) Strand: Reading Foundations
Cluster: Print Concepts.

Sub-standard in bold is prioritized in this standard.

ELA-00.RF.01 Demonstrate understanding of the organization and basic features of print. 

d.  Recognize and name all upper-lowercase letters of the alphabet

Student Learning Targets:

Knowledge Targets

  • I can recognize that letters make up words

Reasoning Targets

  • I can recognize the difference between upper- and lowercase letters

Skills (Performance) Targets

  • I can name all uppercase and lowercase letters of the alphabet

 

 

Rubric/Proficiency Scale

Score   Description Sample Activity
4.0 Naming alphabet letters is a foundational skill where no advanced criteria is available.  Once proficiency for this standard is met, students will be applying that knowledge in other standards in the Reading and Writing strands.  
  3.5  No Advanced Criteria (see explanation for Level 4)
3.0The student is able to name 52 upper and lowercase letters of the alphabet.

  2.5 Student is able to name 46-51 upper and lowercase letters of the alphabet
2.0 The student is able to name at least 40 upper and lowercase letters of the alphabet.

  1.5 Student is able to name 36-39 upper and lowercase letters of the alphabet
1.0The student is able to name at least 25 upper and lowercase letters of the alphabet.
  0.5 Student names 26 or less letter names

Resources

Websites

Vocabulary

  • Alphabet
  • Letters
  • Uppercase
  • Lowercase

ELA-00.RF.02

 

ELA-00 Targeted Standards
(RF) Strand: Reading Foundations
Cluster: Phonological Awareness.

ELA-00.RF.02 Demonstrate understanding of spoken words, syllables, and sounds (phonemes).

a.  Recognize and produce rhyming words

b.  Count, pronounce, blend and segment syllables in spoken words

c.  Blend and segment onsets and rimes of single-syllable spoken words

d.  Isolate and pronounce the initial, medial vowel and final sounds (phonemes) in three phoneme (CVC) words

e.  Add or substitute individual sounds (phonemes) in simple, one-syllable words to make new words

Student Learning Targets:

Knowledge Targets

  • I can recognize words that begin with the same sound (dog/dish)
  • I can recognize words that end with the same sound (man/tin)
  • I can recognize words that have the same middle sound (pen/bet)

Skills (Performance) Targets

  • I can take apart a word and tell you the beginning sound, middle sound and ending sound

Rubric/Proficiency Scale

Score   Description Sample Activity
4.0 This standard is a foundational skill.  Once a student has reached prficiency, you will see this skill applied in other reading and writing activities.  
  3.5  
3.0 Individual sub-standards have separate rubrics  
  2.5 No major errors or emissions regarding 2.0 content and partial knowledge of the 3.0 content.
2.0

Individual sub-standards have separate rubrics

 
  1.5  
1.0 Individual sub-standards have separate rubrics  
  0.5  

Resources

Websites

Vocabulary

  • Phoneme
  • Beginning sound
  • Ending sound
  • Middle sound
  • Vowel
  • Letter
  • Sound

 


ELA-00.RF.02.a

 

ELA-00 Targeted Standards
(RF) Strand: Reading Foundations
Cluster: Phonological Awareness.

ELA-00.RF.02 Demonstrate understanding of spoken words, syllables, and sounds (phonemes).

a.  Recognize and produce rhyming words

Student Learning Targets:

Knowledge Targets

  • I can recognize words that have the same middle and ending sound with the same sound (rhyming words) 

Skills (Performance) Targets

  • I can give you two words that have the same middle and endign sound (rhyming words)

Rubric/Proficiency Scale

Score   Description Sample Activity
4.0 Rhyming is a foundational skill where no advanced criteria is available. Once proficiency for this standard is met, you will see your student applying it to other standards such as letter/sound correspondence, decoding and writing.  
  3.5  No advanced criteria (see Level 4 for explanation)
3.0The student is able to produce rhyming words (when given the word clock the student can say a word that rhymes with clock such as sock, dock, knock).


  2.5 No major errors or emissions regarding 2.0 content and partial knowledge of the 3.0 content.
2.0

The student is able to identify a rhyming word out of a list for a given word. Out of the words fish, clock and boat- the student can determine that fish rhymes with the given word- dish.


  1.5 In addition to 1.0 content,student has partial knowledge of the 2.0 content.
1.0 The student is able to identify two words that rhyme (given three sets of words such as dog/hog, cat/dish and clock/goat, the student can pick out dog/hog as the rhyming words).

  0.5 Limited or no understanding of the skill is demonstrated.

Resources

Websites

Vocabulary

  • Rhyme
  • Sound
  • Produce
  • Identify

 


ELA-00.RF.02.d

ELA-00 Targeted Standards
(RF) Strand: Reading Foundations
Cluster: Phonological Awareness.

Sub-standard in bold is prioritized within this standard

ELA-00.RF.02 Demonstrate understanding of spoken words, syllables, and sounds (phonemes). 

d.  Isolate and pronounce the initial, medial vowel and final sounds (phonemes) in three phoneme (CVC) words

Student Learning Targets:

Knowledge Targets

  • I can recognize words that begin with the same sound (dog/dish)
  • I can recognize words that end with the same sound (man/tin)
  • I can recognize words that have the same middle sound (pen/bet)

Skills (Performance) Targets

  • I can take apart a word and tell you the beginning sound, middle sound and ending sound

Rubric/Proficiency Scale

Score   Description Sample Activity
4.0 Isolating beginning/middle and ending sounds in words is a foundational skill where no advanced criteria is available.  Once proficiency for this standard is met, you will see your student applying it to other standards such as letter/sound correspondence ,decoding and writing.  
  3.5  No advanced criteria (see Level 4 for explanation)
3.0 The student is able to produce initial, middle and final sounds in words, such as the /c/ in cat, the /a/ in cat and the /t/ in cat.


  2.5 No major errors or emissions regarding 2.0 content and partial knowledge of the 3.0 content.
2.0

The student is able to isolate and pronounce the middle or ending sounds in words.


  1.5 In addition to 1.0 content,student has partial knowledge of the 2.0 content.
1.0 The student is able to isolate the initial sounds in words.

  0.5 Limited or no understanding of the skill is demonstrated.

Resources

Vocabulary

  • Phoneme
  • Beginning sound
  • Ending sound
  • Middle sound
  • Vowel
  • Letter
  • Sound

ELA-00.RF.03

 

ELA-00 Targeted Standards
(RF) Strand: Reading Foundations
Cluster: Phonics and Word Recognition.

ELA-00.RF.03 Know and apply grade-level phonics and word analysis skills in decoding words.

a.  Demonstrate basic knowledge of letter-sound correspondences by producing the primary or most frequent sound for each consonant

b. Associate the long and short sounds with common spellings (graphemes) for the five vowel sounds

c.  Decode and read CVC (consonant, vowel, consonant) words

d..  Read common high-frequency words by sight (the, of, to, you, she, is, are.....)

e..  Distinguish between similarly spelled words by identifying the sounds of the letters that differ

Student Learning Targets:

Knowledge Targets

  • I can identify the five major vowels

Skills (Performance) Targets

  • I can say the most common sound of each consonant
  • I can say the long and short vowel sounds for each vowel
  • I can blend the sounds of the letters to read a word
  • I can read common words without having to sound them out

Proficiency (Rubric) Scale

Score   Description Sample Activity
4.0 This standard is a foundational skill.  Once a student has reached proficiency, you will see this skill applied in other reading and writing activities.  
  3.5  
3.0

Individual sub-standards have separate rubrics

 

  2.5  
2.0

Individual sub-standards have separate rubrics

 
  1.5  
1.0

Individual sub-standards have separate rubrics

 
  0.5  

Resources

Websites

Vocabulary

  • Sound
  • Consonant
  • Short Vowel
  • Long Vowel
  • Letter
  • High-Frequency Word
  • Read

 


ELA-00.RF.03.a

 

ELA-00 Targeted Standards
(RF) Strand: Reading Foundations
Cluster: Phonics and Word Recognition.

Sub-standards in bold are prioritized for this standard.

ELA-00.RF.03 Know and apply grade-level phonics and word analysis skills in decoding words.

a.  Demonstrate basic knowledge of letter-sound correspondences by producing the primary or most frequent sound for each consonant

Student Learning Targets:

Skills (Performance) Targets

  • I can say the most common sound of each consonant

Proficiency (Rubric) Scale

Score   Description Sample Activity
4.0 Identifying sounds for letters is a foundational skill where no advanced criteria is available.  When a student meets proficiency for these standards, you will see application of these skills in other standards such as:  reading text and writing.  
  3.5  No advanced criteria is available (see Level 4 for explanation)
3.0 The student is able to produce the common sounds for 26 consonants and short vowel sounds.

 

 

  2.5 No major errors or emissions regarding 2.0 content and partial knowledge of the 3.0 content.
2.0 The student is able to produce the common sounds for at least 20 consonants and short vowel sounds.

  1.5 In addition to 1.0 content,student has partial knowledge of the 2.0 content.
1.0 The student is able to produce the common sounds for at least 10 consonants and short vowel sounds.

  0.5 Limited or no understanding of the skill is demonstrated.

Resources


ELA-00.RF.03.c

 

ELA-00 Targeted Standards
(RF) Strand: Reading Foundations
Cluster: Phonics and Word Recognition.

Sub-standards in bold are prioritized for this standard.

ELA-00.RF.03 Know and apply grade-level phonics and word analysis skills in decoding words. 

c.  Decode and read CVC words

Student Learning Targets:

Knowledge Targets

  • I can identify the five major vowels

Skills (Performance) Targets

  • I can say the long and short vowel sounds for each vowel
  • I can blend the sounds of the letters to read a word

Proficiency (Rubric) Scale

Score   Description Sample Activity
4.0 The student decodes and reads words in text that is at the end of the early reading stage:
  • Words with common vowel teams
  • Two-syllable words
  • Words with inflected endings (-ing)
  • Sight words found in text at the end of the early stage of reading
 
  3.5  No advanced criteria is available (see Level 4 for explanation)
3.0

The student decodes and reads CVC (consonant/vowel/consonant) words in text that is at the end of the emergent reading stage.  

The student is beginning to use known word patterns when decoding unknown words (can say c-at instead of having to say c-a-t when decoding a word).


  2.5 No major errors or emissions regarding 2.0 content and partial knowledge of the 3.0 content.
2.0

The student isolates individual sounds of words (c-a-t) but cannot blend the sounds back together to read the word.

  1.5 In addition to 1.0 content, student has partial knowledge of the 2.0 content.
1.0The student can isolate some individual letter sounds in a CVC (consonant/vowel/consonant) word- the student can say the /c/ sound in the word cat.
  0.5 Limited or no understanding of the skill is demonstrated.

Resources

Websites

Vocabulary

  • Sound
  • Short Vowel
  • Long Vowel
  • Consonant
  • Decode
  • Letter
  • Read

 


ELA-00.RF.03.d

 

ELA-00 Targeted Standards
(RF) Strand: Reading Foundations
Cluster: Phonics and Word Recognition.

Sub-standards in bold are prioritized for this standard.

ELA-00.RF.03 Know and apply grade-level phonics and word analysis skills in decoding words. 

d..  Read common high-frequency words by sight (the, of, to, you, she, is, are.....)

Student Learning Targets:

Skills (Performance) Targets

  • I can read common words without having to sound them out

Proficiency (Rubric) Scale

Score   Description Sample Activity
4.0 Reading high-frequency words is a foundational skill where no advanced criteria is available.  When a student meets proficiency for these standards, you will see application of these skills in other standards such as:  reading text and writing.  
  3.5  No advanced criteria is available (see Level 4 for explanation)
3.0

The student reads at least 35 words commonly found in texts at the end of the emergent reading stage.


  2.5 No major errors or emissions regarding 2.0 content and partial knowledge of the 3.0 content.
2.0

The student reads at least 20 words commonly found in texts at the emergent reading stage.

  1.5 In addition to 1.0 content,student has partial knowledge of the 2.0 content.
1.0

The student reads at least 5 words commonly found in texts at the emergent reading stage.

 


  0.5 Limited or no understanding of the skill is demonstrated.

 

 

Resources

Websites

Vocabulary

  • High-Frequency Word
  • Read

 


ELA-00.RF.04

 

ELA-00 Targeted Standards
(RF) Strand: Reading Foundations
Cluster: Fluency.

ELA-00.RF.04 Read emergent-reader texts with purpose and understanding.

Student Learning Targets:

Knowledge Targets

  • I can recognize high-frequency words in a text

Skills (Performance) Targets

  • I can read a text with common high-frequency words
  • I can use pictures in a text to help me understand
  • I can retell the story I read

 

Proficiency (Rubric) Scale

Score   Description Sample Activity
4.0


  3.5 In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0


  2.5 No major errors or emissions regarding 2.0 content and partial knowledge of the 3.0 content.
2.0


  1.5 In addition to 1.0 content, student has partial knowledge of the 2.0 and/or 3.0 content.
1.0
  0.5 Limited or no understanding of the skill id demonstrated.

Resources

Websites

Vocabulary

  • Fluency
  • High-Frequency Word
  • Expression
  • Punctuation

 


ELA-00.RI

BPSS-ELA logoStrand (RI)

Reading Information

Narrative for Informational Reading Strand:

The primary purpose of informational text (non-fiction) is to inform the reader about the natural or social world. Different from literaure (fiction), informational text does not utilize characters.  In this strand students are expected to determine the topic (who or what the text is about).  Students will also ask and answer questions about the topic of the text and retell what they read. 

Informational text offers a variety of structures to assist the readers in finding information quickly and efficiently. These might include a table of contents, bold or italicized text, gloassaries, embedded definitions for specialized vocabulary, realistic illustrations of photos, captions and other labels, and graphs and charts. 

Continued work on reading comprehension standards will heighten student abilities to read more age appriopriate informational (non-fiction) text.  Teachers use assessment and observation to determine if students are ready to progress to more challenging reading selections.  Each child is unique, so be flexible, and trust your judgment as you assist your child.  Together teachers and parents can help students make better choices when selecting books to read.  Our youngest readers benefit from rereading text and text with high repetition.  Although levels of reading determined through observation and assessment are valuable, caution is important in not confining children to a text level.  Young readers can progress through levels of text quickly, but not all children progress at the same pace, which is expected.  Increasing the frequency of reading is the highest predictor of success at any grade level. Building a child’s confidence, through successful experiences with reading, will encourage that desire to read more. Developing successful, life-long readers is our ultimate goal.

 

How to Help Your Child At Home with the Informational Text Strand:

  • Ask questions about the topic being read (What does this book tell us about bears?)
  • Go beyond just naming the topic, ask your child to tell you details about the topic 
  • Have your child retell the information on the topic they read about
  • Re-read favorite books to build fluency, comprehension and confidence
  • Discuss the informational topics you read about
  • Read aloud frequently.  Children love to listen to non-fiction stories that are more complicated than they can read on their own
  • Bring attention to bold wordscaptions and  glossaries that will help locate key facts or information in a text
  • Read magazines and newspapers for information and entertainment - the pictures and current event topics offer a high-interest way for readers to attemp more difficult reading than they may in a book
  • Read directions on packages, forms, games and recipes - this helps children see that we read many things to gain information
  • Make regular visits to a public library to select informational (non-fiction) reading material

 

Resources

Calculation Method for Strands

Strands are larger groups of related standards. The Strand Grade is a calculation of all the related standards. Click on the standard name below each strand to access the learning targets and proficiency scales for each strand's related standards.


ELA-00.RI.01

 

ELA-00 Targeted Standards
(RI) Strand: Reading Information
Cluster: Key Ideas and Details.

ELA-00.RI.01 With prompting and support, ask and answer questions about key details in a text.

Student Learning Targets:

Knowledge Targets

  • I can explain that a key detail is an important part of an informational book

Reasoning Targets

  • I can determine what the important details are when I listen to a story

Skills (Performance) Targets

  • I can ask and answer questions about the key details in an informational book (who, what, when, where, how)
  • I can ask and answer questions before, during and after reading an informational book

Rubric/Proficiency Scale

Score   Description Sample Activity
4.0

The student demonstrates complete understanding of the text and is able to answer questions about the important information and state a main idea of a text at the end of the early reading stage.


  3.5 In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0The student makes inferences about a fact/detail (as shown in pictures) to help understand the text at the end of the emergent reading stage.


  2.5 No major errors or emissions regarding 2.0 content and partial knowledge of the 3.0 content.
2.0

The student can answer simple detail questions such as "What is one thing the author told you?" or lists details from the text.


  1.5 In addition to 1.0 content,student has partial knowledge of the 2.0 content.
1.0 The student follows and understands an informational text in a shared reading book or a read aloud by participating and asking/answering questions about the text in a whole group setting.
  0.5 Limited or no understanding of the skill is demonstrated.

Resources

Websites

 Vocabulary

  • Key Detail
  • Topic
  • Question
  • Facts

 


ELA-00.RI.02

 

ELA-00 Targeted Standards
(RI) Strand: Reading Information
Cluster: Key Ideas and Details.

ELA-00.RI.02 With prompting and support, identify the main topic and retell key details of a text.

Student Learning Targets:

Knowledge Targets

  • I can identify the main topic (who or what the text is mostly about)

Skills (Performance) Targets

  • I can retell the key details of a text

Proficiency (Rubric) Scale

Score   Description Sample Activity
4.0

The student can identify the main topic of the text as part of retelling the important key details or events, including only the important information from a text at the end of the early reading stage.


  3.5 In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0

The student can identify the main topic and retell som of the important key details or events from a text at the end of the emergent reading stage.


  2.5 No major errors or emissions regarding 2.0 content and partial knowledge of the 3.0 content.
2.0

The student identifies the main topic and/or retells some information with few details from the text.


  1.5 In addition to 1.0 content, student has partial knowledge of the 2.0 content.
1.0The student is able to identify the main topic and retell some information with a few details from a text read aloud.

  0.5 Limited or no understanding of the skill is demonstrated.

Resources

Websites

Vocabulary

  • Main topic
  • Key Detail
  • Retell

 


ELA-00.RI.03

 

ELA-00 Targeted Standards
(RI) Strand: Reading Information
Cluster: Key Ideas and Details.

ELA-00.RI.03 With prompting and support, describe the connection between two individuals, events, ideas, or pieces of information in a text.

Student Learning Targets:

Knowledge Targets

  • I can identify individuals, events, ideas, or pieces of information in a text.

Reasoning Targets

  • I can describe a connection between two individuals in a text.
  • I can describe a connection between two events in a text.
  • I can describe a connection between two ideas or pieces of information in a text.

 

Proficiency (Rubric) Scale

Score   Description Sample Activity
4.0


 


  3.5 In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0


  2.5 No major errors or emissions regarding 2.0 content and partial knowledge of the 3.0 content.
2.0


  1.5 In addition to 1.0 content, student has partial knowledge of the 2.0 and/or 3.0 content.
1.0

  0.5 Limited or no understanding of the skill is demonstrated.

Resources

Websites

 

Vocabulary

  • Key Detail
  • Topic
  • Question
  • Facts

ELA-00.RI.04

Under Development

ELA-00 Targeted Standards
(RI) Strand: Reading Information
Cluster: Craft and Structure.

ELA-00.RI.04 With prompting and support, ask and answer questions about unknown words in a text.

Student Learning Targets:

Knowledge Targets

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

Product Targets

  • I can

Proficiency (Rubric) Scale

Score   Description Sample Activity
4.0 Student is able to
-
  3.5 In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0 “The Standard.” Student is able to
-
  2.5 No major errors or emissions regarding 2.0 content and partial knowledge of the 3.0 content.
2.0 Student is able to -
  1.5 In addition to 1.0 content, student has partial knowledge of the 2.0 and/or 3.0 content.
1.0 Student is able to
-
  0.5 Limited or no understanding of the skill id demonstrated.

Resources

Websites

  • Add resources with links, youtube or PDF

Vocabulary

  • List

 


ELA-00.RI.05

 

ELA-00 Targeted Standards
(RI) Strand: Reading Information
Cluster: Craft and Structure.

ELA-00.RI.05 Identify the front cover, back cover, and title page of a book.

Student Learning Targets:

Knowledge Targets

  • I can identify the front cover and back cover of a book.
  • I can identify the title page of a book.

Reasoning Targets

I can explain what the title page tells me

Proficiency (Rubric) Scale

Score   Description Sample Activity
4.0



  3.5 In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0

  2.5 No major errors or emissions regarding 2.0 content and partial knowledge of the 3.0 content.
2.0
  1.5 In addition to 1.0 content, student has partial knowledge of the 2.0  content.
1.0
  0.5 Limited or no understanding of the skill is demonstrated.

Resources

Websites

Vocabulary

  • Front Cover
  • Back Cover
  • Title Page
  • Explain

 


ELA-00.RI.06

Under Development

ELA-00 Targeted Standards
(RI) Strand: Reading Information
Cluster: Craft and Structure.

ELA-00.RI.06 Name the author and illustrator of a text and define the role of each in presenting the ideas or information in a text.

Student Learning Targets:

Knowledge Targets

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

Product Targets

  • I can

Proficiency (Rubric) Scale

Score   Description Sample Activity
4.0 Student is able to
-
  3.5 In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0 “The Standard.” Student is able to
-
  2.5 No major errors or emissions regarding 2.0 content and partial knowledge of the 3.0 content.
2.0 Student is able to -
  1.5 In addition to 1.0 content, student has partial knowledge of the 2.0 and/or 3.0 content.
1.0 Student is able to
-
  0.5 Limited or no understanding of the skill id demonstrated.

Resources

Websites

  • Add resources with links, youtube or PDF

Vocabulary

  • List

 


ELA-00.RI.07

Under Development

ELA-00 Targeted Standards
(RI) Strand: Reading Information
Cluster: Integration of Knowledge and Ideas.

ELA-00.RI.07 With prompting and support, describe the relationship between illustrations and the text in which they appear (e.g., what person, place, thing, or idea in the text an illustration depicts).

Student Learning Targets:

Knowledge Targets

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

Product Targets

  • I can

Proficiency (Rubric) Scale

Score   Description Sample Activity
4.0 Student is able to
-
  3.5 In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0 “The Standard.” Student is able to
-
  2.5 No major errors or emissions regarding 2.0 content and partial knowledge of the 3.0 content.
2.0 Student is able to -
  1.5 In addition to 1.0 content, student has partial knowledge of the 2.0 and/or 3.0 content.
1.0 Student is able to
-
  0.5 Limited or no understanding of the skill id demonstrated.

Resources

Websites

  • Add resources with links, youtube or PDF

Vocabulary

  • List

 


ELA-00.RI.08

Under Development

ELA-00 Targeted Standards
(RI) Strand: Reading Information
Cluster: Integration of Knowledge and Ideas.

ELA-00.RI.08 With prompting and support, identify the reasons an author gives to support points in a text.

Student Learning Targets:

Knowledge Targets

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

Product Targets

  • I can

Proficiency (Rubric) Scale

Score   Description Sample Activity
4.0 Student is able to
-
  3.5 In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0 “The Standard.” Student is able to
-
  2.5 No major errors or emissions regarding 2.0 content and partial knowledge of the 3.0 content.
2.0 Student is able to -
  1.5 In addition to 1.0 content, student has partial knowledge of the 2.0 and/or 3.0 content.
1.0 Student is able to
-
  0.5 Limited or no understanding of the skill id demonstrated.

Resources

Websites

  • Add resources with links, youtube or PDF

Vocabulary

  • List

 


ELA-00.RI.09

Under Development

ELA-00 Targeted Standards
(RI) Strand: Reading Information
Cluster: Integration of Knowledge and Ideas.

ELA-00.RI.09 With prompting and support, identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures).

Student Learning Targets:

Knowledge Targets

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

Product Targets

  • I can

Proficiency (Rubric) Scale

Score   Description Sample Activity
4.0 Student is able to
-
  3.5 In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0 “The Standard.” Student is able to
-
  2.5 No major errors or emissions regarding 2.0 content and partial knowledge of the 3.0 content.
2.0 Student is able to -
  1.5 In addition to 1.0 content, student has partial knowledge of the 2.0 and/or 3.0 content.
1.0 Student is able to
-
  0.5 Limited or no understanding of the skill id demonstrated.

Resources

Websites

  • Add resources with links, youtube or PDF

Vocabulary

  • List

 


ELA-00.RI.10

 

ELA-00 Targeted Standards
(RI) Strand: Reading Information
Cluster: Range of Reading and Level of Text Complexity.

ELA-00.RI.10 Actively engage in group reading activities with purpose and understanding.

Student Learning Targets:

Skills (Performance) Targets

  • I can ask and answer questions about what is being read aloud
  • I can ask and answer questions about what I read

 

Proficiency (Rubric) Scale

Score   Description Sample Activity
4.0



  3.5 In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0


  2.5 No major errors or emissions regarding 2.0 content and partial knowledge of the 3.0 content.
2.0


  1.5 In addition to 1.0 content,student has partial knowledge of the 2.0 content.
1.0

  0.5 Limited or no understanding of the skill is demonstrated.

Resources

Websites

Vocabulary

  • Read
  • Questions
  • Retell

 


ELA-00.RL

BPSS-ELA logoStrand (RL)

Reading Literature

Narrative for Literature Strand:

Reading literature (fiction) allows students to learn about other lives and times that relate to their own personal experiences. In this strand, students will ask and answer questions about key details (characters, setting, plot), along with retelling what they have read.  Literature (fiction) helps readers learn important life lessons through the lives of the characters, comparing their own experiences with the experiences of the characters they read about. Reading literature (fiction) allows us to learn to appreciate the beauty of the language, and to be articulate speakers and writers.  

Continued work on reading comprehension standards will heighten student abilities to read more complex literature (fiction) text.  Teachers use assessment and observation to determine if students are ready to progress to more challenging reading selections.  Each child is unique, so be flexible, and trust your judgment as you assist your child.  Together teachers and parents can help students make better choices when selecting books to read.  Our youngest readers benefit from rereading text and text with high repetition.  Although levels of reading determined through observation and assessment are valuable, caution is important in not confining children to a text level.  Young readers can progress through levels of text quickly, but not all children progress at the same pace, which is expected.  Increasing the frequency of reading is the highest predictor of success at any grade level. Building a child’s confidence, through successful experiences with reading, will encourage that desire to read more. Developing successful, life-long readers is our ultimate goal.

Continued work on reading comprehension standards will heighten student abilities to read age appropriate literature (fiction) text.  Teachers use assessment and observation to determine if students are ready to progress to more challenging reading selections.  Each child is unique, so be flexible, and trust your judgment as you assist your child.  Together teachers and parents can help students make better choices when selecting books to read.  Our youngest readers benefit from rereading text and text with high repetition.  Although levels of reading determined through observation and assessment are valuable, caution is important in not confining children to a text level.  Young readers can progress through levels of text quickly, but not all children progress at the same pace, which is expected.  Increasing the frequency of reading is the highest predictor of success at any grade level. Building a child’s confidence, through successful experiences with reading, will encourage that desire to read more. Developing successful, life-long readers is our ultimate goal.

 

 

How to Help Your Child At Home with the Literature Strand:

  • Read to your child often, and let him/her read books to you as they emerge as a reader
  • Ask questions about what is being read  
  • Go beyond just naming the character and setting, have your child describe the characters and settings with details (ex. "What character traits did the characters have?" (kind, mean, creative, patient, messy)? How do you know?)
  • Have your child retell a story they have read with the beginning, middle and end
  • Discuss favorite stories together and talk about the characters and details about the characters
  • Read aloud frequently.  Children love to listen to stories that are more complicated than they can read on their own.  
  • Don't forget - poetry can be a great read aloud
  • Make regular visits to a public library to select literature (fiction) reading material

 

Resources:

Calculation Method for Strands

Strands are larger groups of related standards. The Strand Grade is a calculation of all the related standards. Click on the standard name below each strand to access the learning targets and proficiency scales for each strand's related standards.


ELA-00.RL.01

ELA-00 Targeted Standards
(RL) Strand: Reading Literature
Cluster: Key Ideas and Details.

ELA-00.RL.01 With prompting and support, ask and answer questions about key details in a text.

Student Learning Targets:

Knowledge Targets

  • I can explain that a key detail is an important part of a story

Reasoning Targets

  • I can determine what is an important detail when I listen to a story

Skills (Performance) Targets

  • I can ask and answer questions about a text (who, what, when, why, where)
  • I can ask and answer questions before, during and after reading a text

 

Rubric/Proficiency Scale

Score   Description Sample Activity
4.0

The student notices evidence in illustrations or text the author provides to show character attributes or aspects of the setting and notices and follows the dialogue to aide in comprehending the text that is at the end of the early reading stage.



  3.5 In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0The student makes inferences about a character/setting or detail (as shown in the pictures) to help understand the story at the end of the emergent reading stage.



  2.5 No major errors or emissions regarding 2.0 content and partial knowledge of the 3.0 content.
2.0

The student can answer simple detail questions such as "Who is the character?"  What is the setting?", or lists important information after reading a story.

  1.5 In addition to 1.0 content,student has partial knowledge of the 2.0  content.
1.0The student follows and understands a simple plot in a shared reading book or a read aloud by participating and asking/answering questions about the story in a whole group setting.
  0.5 Limited or no understanding of the skill is demonstrated.

Resources

Websites

Vocabulary

  • Key Detail
  • Story
  • Literature
  • Character
  • Setting
  • Problem/Solution
  • Actions
  • Feelings

 


ELA-00.RL.02

ELA-00 Targeted Standards
(RL) Strand: Reading Literature
Cluster: Key Ideas and Details.

ELA-00.RL.02 With prompting and support, retell familiar stories, including key details.

Student Learning Targets:

Knowledge Targets

  • I can identify key details (important parts to the story)

Skills (Performance) Targets

  • I can listen to a story and tell the key details
  • I can retell (put into my own words) stories using key details

Proficiency (Rubric) Scale

Score   Description Sample Activity
4.0

The student is able to correctly retell the beginning, middle and end of the story with specific details and state a central message (what the character learned) in the story or as part of the retell in a text at the end of the early reading stage.

  3.5 In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0

The student is able to correctly retell parts of the story with details from the text in sequential order and include or refer to something the character said or did in a text at the end of the emergent reading stage.

  2.5 No major errors or emissions regarding 2.0 content and partial knowledge of the 3.0 content.
2.0

The student is able to provide a general retell of the story but does not include all of the important details and/or put the events in a sequential order.


  1.5 In addition to 1.0 content,student has partial knowledge of the 2.0 content.
1.0 The student gives a general retell of a story read aloud, including a general beginning middle and end.

  0.5 Limited or no understanding of the skill is demonstrated.

Resources

Websites

Vocabulary

  • Key Detail
  • Retell
  • Beginning/Middle/End

 


ELA-00.RL.03

ELA-00 Targeted Standards
(RL) Strand: Reading Literature
Cluster: Key Ideas and Details.

ELA-00.RL.03 With prompting and support, identify characters, settings, and major events in a story.

Student Learning Targets:

Knowledge Targets

  • I can identify the character in a story
  • I can identify the setting in a story
  • I can identify the major event in a story

Proficiency (Rubric) Scale

Score   Description Sample Activity
4.0


  3.5 In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0


  2.5 No major errors or emissions regarding 2.0 content and partial knowledge of the 3.0 content.
2.0


  1.5 In addition to 1.0 content,student has partial knowledge of the 2.0 content.
1.0
  0.5 Limited or no understanding of the skill is demonstrated.

Resources

Websites

Vocabulary

  • Character
  • Setting
  • Event

 


ELA-00.RL.04

 Under Development

ELA-00 Targeted Standards
(RL) Strand: Reading Literature
Cluster: Craft and Structure.

ELA-00.RL.04 Ask and answer questions about unknown words in a text.

Student Learning Targets:

Knowledge Targets

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

Product Targets

  • I can

Proficiency (Rubric) Scale

Score   Description Sample Activity
4.0 Student is able to
-
  3.5 In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0 “The Standard.” Student is able to
-
  2.5 No major errors or emissions regarding 2.0 content and partial knowledge of the 3.0 content.
2.0 Student is able to  -
  1.5 In addition to 1.0 content, student has partial knowledge of the 2.0 and/or 3.0 content.
1.0 Student is able to
-
  0.5 Limited or no understanding of the skill id demonstrated.

Resources

Websites

  • Add resources with links, youtube or PDF

Vocabulary

  • List

 


ELA-00.RL.05

ELA-00 Targeted Standards
(RL) Strand: Reading Literature
Cluster: Craft and Structure.

ELA-00.RL.05 Recognize common types of texts (e.g., storybooks, poems).

Student Learning Targets:

Knowledge Targets

  • I can recognize when a text is a storybook or a poem

Reasoning Targets

  • I can explain that some texts look the same and some look different

Skills (Performance) Targets

  • I can listen to and look at different types of text

 

Proficiency (Rubric) Scale

Score   Description Sample Activity
4.0 Student is able to
 
  3.5 In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0 “The Standard.” Student is able to 
 
  2.5 No major errors or emissions regarding 2.0 content and partial knowledge of the 3.0 content.
2.0 Student is able to   
  1.5 In addition to 1.0 content, student has partial knowledge of the 2.0 and/or 3.0 content.
1.0 Student is able to 
 
  0.5 Limited or no understanding of the skill id demonstrated.

Resources

Websites

Vocabulary

  • Text
  • Story/storybook
  • Poem
  • Play

 


ELA-00.RL.06

ELA-00 Targeted Standards
(RL) Strand: Reading Literature
Cluster: Craft and Structure.

ELA-00.RL.06 With prompting and support, name the author and illustrator of a story and define the role of each in telling the story.

Student Learning Targets:

Knowledge Targets

  • I can identify where to find the name of the author/illustrator

Reasoning Targets

  • I can explain that authros write books and stories
  • I can explain that illustrators create the pictures for books and stories

Skills (Performance) Targets

  • I can name the author and illustrator of a story

Proficiency (Rubric) Scale

Score   Description Sample Activity
4.0
  3.5 In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0
  2.5 No major errors or emissions regarding 2.0 content and partial knowledge of the 3.0 content.
2.0
  1.5 In addition to 1.0 content,student has partial knowledge of the 2.0 content.
1.0
  0.5 Limited or no understanding of the skill is demonstrated.

Resources

Websites

Vocabulary

  • Author
  • Illustrator
  • Story
  • Book Cover

 


ELA-00.RL.07

 Under Development

ELA-00 Targeted Standards
(RL) Strand: Reading Literature
Cluster: Integration of Knowledge and Ideas.

ELA-00.RL.07 With prompting and support, describe the relationship between illustrations and the story in which they appear (e.g., what moment in a story an illustration depicts).

Student Learning Targets:

Knowledge Targets

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

Product Targets

  • I can

Proficiency (Rubric) Scale

Score   Description Sample Activity
4.0 Student is able to
-
  3.5 In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0 “The Standard.” Student is able to
-
  2.5 No major errors or emissions regarding 2.0 content and partial knowledge of the 3.0 content.
2.0 Student is able to  -
  1.5 In addition to 1.0 content, student has partial knowledge of the 2.0 and/or 3.0 content.
1.0 Student is able to
-
  0.5 Limited or no understanding of the skill id demonstrated.

Resources

Websites

  • Add resources with links, youtube or PDF

Vocabulary

  • List

 


ELA-00.RL.08

 Under Development

ELA-00 Targeted Standards
(RL) Strand: Reading Literature
Cluster: Integration of Knowledge and Ideas.

ELA-00.RL.08 (Not applicable to literature)

Student Learning Targets:

Knowledge Targets

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

Product Targets

  • I can

Proficiency (Rubric) Scale

Score   Description Sample Activity
4.0 Student is able to
-
  3.5 In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0 “The Standard.” Student is able to
-
  2.5 No major errors or emissions regarding 2.0 content and partial knowledge of the 3.0 content.
2.0 Student is able to  -
  1.5 In addition to 1.0 content, student has partial knowledge of the 2.0 and/or 3.0 content.
1.0 Student is able to
-
  0.5 Limited or no understanding of the skill id demonstrated.

Resources

Websites

  • Add resources with links, youtube or PDF

Vocabulary

  • List

 


ELA-00.RL.09

 Under Development

ELA-00 Targeted Standards
(RL) Strand: Reading Literature
Cluster: Integration of Knowledge and Ideas.

ELA-00.RL.09 With prompting and support, compare and contrast the adventures and experiences of characters in familiar stories.

Student Learning Targets:

Knowledge Targets

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

Product Targets

  • I can

Proficiency (Rubric) Scale

Score   Description Sample Activity
4.0 Student is able to
-
  3.5 In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0 “The Standard.” Student is able to
-
  2.5 No major errors or emissions regarding 2.0 content and partial knowledge of the 3.0 content.
2.0 Student is able to  -
  1.5 In addition to 1.0 content, student has partial knowledge of the 2.0 and/or 3.0 content.
1.0 Student is able to
-
  0.5 Limited or no understanding of the skill id demonstrated.

Resources

Websites

  • Add resources with links, youtube or PDF

Vocabulary

  • List

 


ELA-00.RL.10

 

ELA-00 Targeted Standards
(RL) Strand: Reading Literature
Cluster: Range of Reading and Level of Text Complexity.

ELA-00.RL.10 Actively engage in group reading activities with purpose and understanding.

Student Learning Targets:

Skills (Performance) Targets

  • I can ask and answer questions about what is being read aloud
  • I can ask and answer questions about what I read

 

Proficiency (Rubric) Scale

Score   Description Sample Activity
4.0

Student is able to independently read middle 2nd grade independent level texts with purpose and understanding.

 

Advanced level text descriptions (link)

The student orally or silently reads a middle 2nd grade level text and answers questions about the text orally or through writing or drawing.
  3.5 In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0

“The Standard.” Student is able to read end of kindergarten independent level texts with purpose and understanding.

 

End of year Kindergarten text descriptions (link)

The student orally or silently reads an end of kindergarten level text and answers questions about the text orally or through writing or drawing.
  2.5 No major errors or emissions regarding 2.0 content and partial knowledge of the 3.0 content.
2.0

Student is able to read midlle of kindergarten independent level texts with purpose and understanding.

 

Middle of year kindergarten text descriptions (link)

The student orally or silently reads an end of kindergarten level text and answers questions about the text orally or through writing or drawing.
  1.5 In addition to 1.0 content,student has partial knowledge of the 2.0 content.
1.0 Student is able to participate in shared reading experiences or read alouds in the kindergartener classroom.
The student joins in when the teacher and class are reading a big book together.
  0.5 Limited or no understanding of the skill is demonstrated.

Resources

Websites

Vocabulary

  • Read
  • Questions
  • Retell
  • Story

 


ELA-00.SL

BPSS-ELA logoStrand (SL)

Speaking and Listening

Narrative for the Speaking and Listening Strand:

Speaking and listening standards require students to develop a range of oral communication and interpersonal skills that facilitate various types of discussion and oral exchange. Students must learn to work together, express and listen carefully to ideas, and integrate information from various sources, (e.g., oral, visual, quantitative, and media). Students must also gain skills in evaluating what they hear, use various sources to support what they are communicating, and adapt their speech to the content and the task at hand. 

Speaking and listening skills are necessary prerequisites for reading and writing. Oral language development precedes and is the foundation for writing. A student’s listening and speaking vocabulary sets boundaries on what that student can read and understand no matter how well they decode. In addition, new technologies have expanded the role speaking and listening play in acquiring and sharing ideas, tightening their link with other forms of communication.
 

Students in kindergarten participate in discussions with peers and adults about grade level topics and texts they have heard read aloud or presented orally or through other media. They learn and practice rules of discussion such as taking turns and listening to others. They ask and answer questions about key details in texts and other information presented orally. They also use questioning to acquire additional information and to clarify something that is not understood. 

 

How to help your child with the Speaking and Listening Standards:

  • At dinner time or in the car, have conversations with your child to allow him/her to practice the art of conversation
  • Respond to your child in sentences to model for him/her the correct way to talk
  • Ask for details about books, movies, and television shows you are viewing with your child
  • Ask your child to tell you in his/her own words about what he/she hears and sees
  • Encourage your child to describe his/her feelings and ideas in phrases and sentences that are more descriptive than just one word
  • Use complete sentences when you talk to your child and encourage him/her to speak in the same way

Resources

Calculation Method for Strands

Strands are larger groups of related standards. The Strand Grade is a calculation of all the related standards. Click on the standard name below each strand to access the learning targets and proficiency scales for each strand's related standards.


ELA-00.SL.01

ELA-00 Targeted Standards
(SL) Strand: Speaking and Listening
Cluster: Comprehension and Collaboration.

ELA-00.SL.01 Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups.

a. Follow agreed-upon rules for discussions (listening to others and taking turns speaking about the topics and texts under discussion)

b. Continue a conversation through multiple exchanges

Student Learning Targets:

Knowledge Targets

  • I can identify the classroom rules for discussion

Reasoning Targets

  • I can use my words to share my thoughts
  • I can follow directions I hear

Skills (Performance) Targets

  • I can listen to the comments of others and share my own ideas
  • I can take turns when I am talking to others

Product Targets

  • I can identify and follow the agreed upon rules for discussion

Rubric/Proficiency Scale

Score   Description Sample Activity
4.0 The student:
  • Leads others and sets a good example for following agreed upon discussion rules
  • Shows curiosity and inquires through questioning on the topic and leads others through a conversation with multiple exchanges

See Level 3 for example of task

  3.5  In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0 “The Standard.” The student:
  • Follows the agreed-upon discussion rules by listening carefully to others, waiting for classmates to finish speaking, relating their speaking to the topic of discussion
  • Responds to the comments of others and keeps the conversation on topic through multiple exchanges
Students participate in a variety of classroom discussions in all content areas.  Some discussions will be whole group, small group or with partners
  2.5 No major errors or emissions regarding 2.0 content and partial knowledge of the 3.0 content.
2.0

The student:

  • Sometimes follows the agreed-upon discussion rules, but needs reminders
  • Responds to comments of others, but does not always keep the conversation going through multiple exchanges on the topic
See Level 3 for example of task.
  1.5 In addition to 1.0 content,student has partial knowledge of the 2.0 content.
1.0

The student:

  • Seldom follows agreed upon discussion rules, or only follows the discussion rules when reminded
  • Does not respond to others through multiple exchanges on the topic
See Level 3 for example of task.
  0.5 Limited or no understanding of the skill is demonstrated.

Resources

Websites

Vocabulary

  • Discussion
  • Taking turns
  • Listen
  • Rules
  • Question

 


ELA-00.SL.02

 

ELA-00 Targeted Standards
(SL) Strand: Speaking and Listening
Cluster: Comprehension and Collaboration.

ELA-00.SL.02 Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood.

Student Learning Targets:

Skills (Performance) Targets

  • I can identify key information presented in different formats (ex. text read aloud, oral presentation, audio, book, website)
  • I can ask questions about key details of information presented in multiple ways
  • I can answer questions about key details of information presented in multiple ways
  • I can ask for clarification if I do not understand something

Proficiency (Rubric) Scale

Score   Description Sample Activity
4.0 Student is able to retell, and ask questions to confirm thinking or gain understanding, of advanced texts or read aloud or from information presented orally.
The student asks clarifying questions about information from a text read aloud.  The topic would be at an advanced level and the questions asked would go beyond who, when, where.
  3.5 In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0 “The Standard.” Student is able to ask and answer questions about a text read aloud or from information presented orally.
The student listens to a story read aloud, and asks clarifying questions such as "Why does the girl look sad?"
  2.5 No major errors or emissions regarding 2.0 content and partial knowledge of the 3.0 content.
2.0 Student is able to ask and answer some questions about a text read aloud or from information presented orally. The student answers who, what, when, where questions from a text that was read aloud.
  1.5 In addition to 1.0 content,student has partial knowledge of the 2.0  content.
1.0 Student is able to answer few questions about a text read aloud or from information presented orally.
The student is able to answer basic questions such as "Who/what was the story about".
  0.5 Limited or no understanding of the skill is demonstrated.

Resources

Websites

Vocabulary

  • Listen
  • Questions
  • Answer
  • Key Detail
  • Media

 


ELA-00.SL.03

 

ELA-00 Targeted Standards
(SL) Strand: Speaking and Listening
Cluster: Comprehension and Collaboration.

ELA-00.SL.03 Ask and answer questions in order to seek help, get information, or clarify something that is not understood.

Student Learning Targets:

Knowledge Targets

  • I can identify what a question is
  • I can identify when I do not understand something

Skills (Performance) Targets

  • I can ask and answer questions that help me get information or make something clear

 

Rubric/Proficiency Scale

Score   Description Sample Activity
4.0 The student exceeds the grade level expectations for asking and answering questions during group discussions.  See Level 3 for description of activity.
  3.5  In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0

“The Standard.” Student is able to consistently meet the grade level expectations for asking and answering questions during group discussion.

 

Students will ask and answer questions during group discussions and during classroom read alouds.  Students will also ask and answer questions in small group and partner discussions.
  2.5 No major errors or emissions regarding 2.0 content and partial knowledge of the 3.0 content.
2.0 Student is able to show growth in meeting the grade level expectations for asking and answering questions during group discussions. See Level 3 for example of task.
  1.5 In addition to 1.0 content,student has partial knowledge of the 2.0 content.
1.0 Student has limited understanding in meeting grade level expectations for asking and answering questions during group discussions.
See Level 3 for example of task.
  0.5 Limited or no understanding of the skill is demonstrated.

Resources

Websites

Vocabulary

  • Question
  • Turn taking
  • Listening
  • Information
  • Understand

 


ELA-00.SL.04

Under Development

ELA-00 Targeted Standards
(SL) Strand: Speaking and Listening
Cluster: Presentation of Knowledge and Ideas.

ELA-00.SL.04 Describe familiar people, places, things, and events and, with prompting and support, provide additional detail.

Student Learning Targets:

Knowledge Targets

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

Product Targets

  • I can

Proficiency (Rubric) Scale

Score   Description Sample Activity
4.0 Student is able to
-
  3.5 In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0 “The Standard.” Student is able to
-
  2.5 No major errors or emissions regarding 2.0 content and partial knowledge of the 3.0 content.
2.0 Student is able to -
  1.5 In addition to 1.0 content, student has partial knowledge of the 2.0 and/or 3.0 content.
1.0 Student is able to
-
  0.5 Limited or no understanding of the skill id demonstrated.

Resources

Websites

  • Add resources with links, youtube or PDF

Vocabulary

  • List

 


ELA-00.SL.05

Under Development

ELA-00 Targeted Standards
(SL) Strand: Speaking and Listening
Cluster: Presentation of Knowledge and Ideas.

ELA-00.SL.05 Add drawings or other visual displays to descriptions as desired to provide additional detail.

Student Learning Targets:

Knowledge Targets

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

Product Targets

  • I can

Proficiency (Rubric) Scale

Score   Description Sample Activity
4.0 Student is able to
-
  3.5 In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0 “The Standard.” Student is able to
-
  2.5 No major errors or emissions regarding 2.0 content and partial knowledge of the 3.0 content.
2.0 Student is able to -
  1.5 In addition to 1.0 content, student has partial knowledge of the 2.0 and/or 3.0 content.
1.0 Student is able to
-
  0.5 Limited or no understanding of the skill id demonstrated.

Resources

Websites

  • Add resources with links, youtube or PDF

Vocabulary

  • List

 


ELA-00.SL.06

Under Development

ELA-00 Targeted Standards
(SL) Strand: Speaking and Listening
Cluster: Presentation of Knowledge and Ideas.

ELA-00.SL.06 Speak audibly and express thoughts, feelings, and ideas clearly.

Student Learning Targets:

Knowledge Targets

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

Product Targets

  • I can

Proficiency (Rubric) Scale

Score   Description Sample Activity
4.0 Student is able to
-
  3.5 In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0 “The Standard.” Student is able to
-
  2.5 No major errors or emissions regarding 2.0 content and partial knowledge of the 3.0 content.
2.0 Student is able to -
  1.5 In addition to 1.0 content, student has partial knowledge of the 2.0 and/or 3.0 content.
1.0 Student is able to
-
  0.5 Limited or no understanding of the skill id demonstrated.

Resources

Websites

  • Add resources with links, youtube or PDF

Vocabulary

  • List

 


ELA-00.W

BPSS-ELA logoStrand (W)

Writing

Narrative for the Writing Strand:

The standards in this strand include three kinds of writing: opinion, informative, and narrative. Opinion and informative writing will likely start with kids reading one or more books and responding to what they’ve learned. In an opinion piece, your child introduces the book or topic he’s writing about, states his opinion or preference about it, gives a reason or two to support his opinion (e.g. Goldilocks was wrong to go into the home of the 3 bears.)  The kindergarten writer is also learning to use conclusions.

In an informative piece, your child names what he’s writing about and gives some information, facts, or details about it (e.g. Dogs bark and come in many sizes).

Writing a narrative is like writing a story, and your child’s story may be inspired by books, experiences, or pure imagination. Your child's story should describe an events with some details about the event  (e.g. I went to the circus and I saw a clown) and give some sense of the story coming to an end (It was fun).

In kindergarten written language skills are emerging. Students will be using thier inventive spelling as they emerge as writers (bunny may first be spelled with the beginning sound "b" or spelled "bne"). Written language skills are addressed in the Language standards strand.  

 

How can I help my child at home with the writing strand standards?

  • Let your child see you write - notes, letters, memories.  Read aloud what you have written.
  • Establish a place to leave messages for each other such as a wipe-off or cork board (your child may draw you a picture message to begin with)
  • Talk with your child about their opinion about a topic or book by stating the opinion and giving a reason for his/her thinking“My favorite book is … because …”.  Model this by giving your own opinions about topics or books.
  • Have your child write/draw about a topic, supply some facts about the topic, and find a way to close/end the piece.  
  • Help your child see that order is important in writing about a story or happening, using a proper sequence of events.
  • Help your child to use the computer, pens, crayons, paint, etc. to produce and publish what he/she has written/drawn.  Have them read aloud what they have written.
  • Do simple research about a given topic together – write down the facts and details you find about the topic
  • Help your child to recall information about his/her own experiences, or what he/she has read or researched, to answer questions

 

Resources

Calculation Method for Strands

Strands are larger groups of related standards. The Strand Grade is a calculation of all the related standards. Click on the standard name below each strand to access the learning targets and proficiency scales for each strand's related standards.


ELA-00.W.01

ELA-00 Targeted Standards
(W) Strand: Writing
Cluster: Text Types and Purposes.

ELA-00.W.01 Use a combination of drawing, dictating, and writing to compose opinion pieces in which they tell a reader the topic or the name of the book they are writing about and state an opinion or preference about the topic or book (e.g., My favorite book is. . .).

Student Learning Targets:

Knowledge Targets

  • I can identify the topic or name of a book
  • I can identify an opening to a piece of writing
  • I can identify a closing to a piece of writing

Reasoning Targets

  • I can determine my opinion or preference about a topic or book

Product Targets

  •  I can use drawings and words to share my opinion about a topic or book

Rubric/Proficiency Scale

Score   Description Sample Activity
4.0

Student has:

  • A topic that is clear and narrowly focused
  • Pictures or diagrams that enhance the text
  • Uses supporting details that are relevant, accurate and specific
  • An inviting lead that is developed and have a strong sense of closure
  • A variety of sentence beginnings and write sentences that are decodable
  • Expressed an opinion about the topic using vocabulary or punctuation
  • Word choice that contains moments of sparkle, everyday words are used well and support the information
The student may write about the same topics, but the writing style is advanced according to the indicators for a Level 4.
  3.5 In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0

“The Standard.” Student has:

  • A topic that is clear and named
  • Pictures and diagrams that offer supporting details
  • Details that are present and mostly accurate and support their topic
  • An introduction to the topic
  • Sentence structure present and the sentences are decodable
  • States an opinion about the topic
  • Word choice that helps support the information shared
The student writes a piece on why they think _____ is the best pet.
  2.5 No major errors or emissions regarding 2.0 content and partial knowledge of the 3.0 content.
2.0

The student has:

  • A topic that is conveyed in a general way through pictures or text
  • Uses pictures that connect with a word, label or symbol
  • Minimal supporting details
  • No sense of structure
  • Part of a sentence that is present or decodable
  • No opinion stated about the topic
  • Word choice that is limited but makes sense.  The student uses only environmental print
See Level 3 for example of task.
  1.5 In addition to 1.0 content,student has partial knowledge of the 2.0 content.
1.0

The student:

  • Has no development of an idea
  • Pictures that are not clear (random) and are difficult to interpret
  • Does not provide enough text to support details
  • Does not provide enough text to show any structure
  • Does not provide enough text to convey an opinion
  • Uses random letters that do not correspond with the beginning sounds of the the child's retelling of the story
  • Has no words present or the words are difficult to decode
See Level 3 for example of task.
  0.5 Limited or no understanding of the skill is demonstrated.

Resources

Websites

Vocabulary

  • Opinion
  • Topic
  • Sentence
  • Word choice
  • Opening
  • Closing
  • Text

 


ELA-00.W.02

 

ELA-00 Targeted Standards
(W) Strand: Writing
Cluster: Text Types and Purposes.

ELA-00.W.02 Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic.

Student Learning Targets:

Knowledge Targets

  • I can identify an opening to a piece of writing
  • I can identify a closing sentence to a piece of writing 

Skills (Performance) Targets

  • I can select a topic and information to share

Product Targets

  • I can use drawings and words to name and give information about a topic

Rubric/Proficiency Scale

Score   Description Sample Activity
4.0

Student has:

  • A topic that is clear and narrowly focused
  • Draw pictures or diagrams that enhance the text
  • Supporting details that are relevant, accurate and specific
  • An inviting lead that is developed and have a strong sense of closure
  • A variety of sentence beginnings and write sentences that are decodable
  • Word choice that contains moments of sparkle, everyday words are used well and support the information

 

The student may write about the same topics, but the writing style is advanced according to the indicators for a Level 4.
  3.5 In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0

“The Standard.” Student has:

  • A topic that is clear and named
  • Pictures and diagrams that offer supporting details
  • Support their writing with details that are present and mostly accurate 
  • Provide an introduction to the topic
  • Use sentence structure present and the sentences are decodable
  • Word choice that helps support the information shared
The student researches (books, or through technology) on a topic that is of interest to them.  They use this information to write about the topic.
  2.5 No major errors or emissions regarding 2.0 content and partial knowledge of the 3.0 content.
2.0

The student has:

  • A topic that is conveyed in a general way through pictures or text
  • Uses pictures that connect with a word, label or symbol
  • Minimal supporting details
  • No sense of structure
  • Part of a sentence that is present or decodable
  • No opinion stated about the topic
  • Word choice that is limited but makes sense.  The student uses only environmental print
See Level 3 for example of task.
  1.5 In addition to 1.0 content,student has partial knowledge of the 2.0 and/or 3.0 content.
1.0

The student:

  • Has no development of an idea
  • Pictures that are not clear (random) and are difficult to interpret
  • Does not provide enough text to support details
  • Does not provide enough text to show any structure
  • Uses random letters or scribbles 
  • Has no words present or the words are difficult to decode
See Level 3 for example of task.
  0.5 Limited or no understanding of the skill is demonstrated.

Resources

Websites

Vocabulary

  • Topic
  • Key details
  • Information
  • Sentence
  • Introduction
  • Closing

 


ELA-00.W.03

 

ELA-00 Targeted Standards
(W) Strand: Writing
Cluster: Text Types and Purposes.

ELA-00.W.03 Use a combination of drawing, dictating, and writing to narrate a single event or several loosely linked events, tell about the events in the order in which they occurred, and provide a reaction to what happened.

Student Learning Targets:

Knowledge Targets

  • I can identify sequence words (first, next, last)

Reasoning Targets

  • I can describe how I feel about what happened in my story

Skills (Performance) Targets

  • I can tell a story about something that happened
  • I can tell what happened first, next, last

Product Targets

  • I can create drawings and writing to tell about an event in my life

Rubric/Proficiency Scale

Score   Description Sample Activity
4.0

Student has:

  • A big idea that is clear and narrowly focused
  • Pictures to enhance the mood of the piece
  • Supporting details that are relevant, accurate and specific
  • A sequence that shows planning and use of temporal words)
  • A variety of sentence beginnings and write sentences that are decodable
  • Expressed feelings about the topic with expressive vocabulary or puntuation
  • Used word choice that contains moments of sparkle, everyday words are used well and support the information
The student may write about the same topics, but the writing style is advanced according to the indicators for a Level 4.
  3.5 In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0

“The Standard.” Student has:

  • A big idea that is clear, involving a simple story on 1 topic
  • Pictures  that offer supporting details (expression on face)
  • Support their writing with details that are present and mostly accurate 
  • A beginning, middle and ending (sequence)
  • Sentence structure present and the sentences are decodable
  • Identifiable feelings are expressed about the topic
  • Word choice that helps convey a simple message
A student writes about a personal experience (going to the zoo, going to Grandmas house....)
  2.5 No major errors or emissions regarding 2.0 content and partial knowledge of the 3.0 content.
2.0

The student has:

  • An idea that is conveyed in a general way through pictures or text
  • Uses pictures that connect with a word, label or symbol
  • Minimal supporting details
  • No sense of structure
  • Part of a sentence that is present or decodable
  • Word choice that is limited but makes sense.  The student uses only environmental print
See Level 3 for example of task.
  1.5 In addition to 1.0 content,student has partial knowledge of the 2.0 and/or 3.0 content.
1.0

The student:

  • Has no development of an idea
  • Pictures that are not clear (random) and are difficult to interpret
  • Does not provide enough text to support details
  • Does not have enough text to convey a mood or feeling
  • No sense of sequencing
  • Uses random letters that do not correspond with the beginning sounds of the the child's retelling of the story
  • Has no words present or the words are difficult to decode
See Level 3 for example of task.
  0.5 Limited or no understanding of the skill is demonstrated.

Resources

Websites

Vocabulary

  • First, next, last (sequence)
  • Event
  • Details
  • Narrative
  • Introduction
  • Conclusion
  • Sentence

 


ELA-00.W.04

Under Development

ELA-00 Targeted Standards
(W) Strand: Writing
Cluster: Production and Distribution of Writing.

ELA-00.W.04 (Begins in grade 3)

Student Learning Targets:

Knowledge Targets

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

Product Targets

  • I can

Proficiency (Rubric) Scale

Score   Description Sample Activity
4.0 Student is able to
-
  3.5 In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0 “The Standard.” Student is able to
-
  2.5 No major errors or emissions regarding 2.0 content and partial knowledge of the 3.0 content.
2.0 Student is able to -
  1.5 In addition to 1.0 content, student has partial knowledge of the 2.0 and/or 3.0 content.
1.0 Student is able to
-
  0.5 Limited or no understanding of the skill id demonstrated.

Resources

Websites

  • Add resources with links, youtube or PDF

Vocabulary

  • List

 


ELA-00.W.05

Under Development

ELA-00 Targeted Standards
(W) Strand: Writing
Cluster: Production and Distribution of Writing.

ELA-00.W.05 With guidance and support from adults, respond to questions and suggestions from peers and add details to strengthen writing as needed.

Student Learning Targets:

Knowledge Targets

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

Product Targets

  • I can

Proficiency (Rubric) Scale

Score   Description Sample Activity
4.0 Student is able to
-
  3.5 In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0 “The Standard.” Student is able to
-
  2.5 No major errors or emissions regarding 2.0 content and partial knowledge of the 3.0 content.
2.0 Student is able to -
  1.5 In addition to 1.0 content, student has partial knowledge of the 2.0 and/or 3.0 content.
1.0 Student is able to
-
  0.5 Limited or no understanding of the skill id demonstrated.

Resources

Websites

  • Add resources with links, youtube or PDF

Vocabulary

  • List

 


ELA-00.W.06

Under Development

ELA-00 Targeted Standards
(W) Strand: Writing
Cluster: Production and Distribution of Writing.

ELA-00.W.06 With guidance and support from adults, explore a variety of digital tools to produce and publish writing, including in collaboration with peers.

Student Learning Targets:

Knowledge Targets

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

Product Targets

  • I can

Proficiency (Rubric) Scale

Score   Description Sample Activity
4.0 Student is able to
-
  3.5 In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0 “The Standard.” Student is able to
-
  2.5 No major errors or emissions regarding 2.0 content and partial knowledge of the 3.0 content.
2.0 Student is able to -
  1.5 In addition to 1.0 content, student has partial knowledge of the 2.0 and/or 3.0 content.
1.0 Student is able to
-
  0.5 Limited or no understanding of the skill id demonstrated.

Resources

Websites

  • Add resources with links, youtube or PDF

Vocabulary

  • List

 


ELA-00.W.07

Under Development

ELA-00 Targeted Standards
(W) Strand: Writing
Cluster: Research to Build and Present Knowledge.

ELA-00.W.07 Participate in shared research and writing projects (e.g., explore a number of books by a favorite author and express opinions about them).

Student Learning Targets:

Knowledge Targets

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

Product Targets

  • I can

Proficiency (Rubric) Scale

Score   Description Sample Activity
4.0 Student is able to
-
  3.5 In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0 “The Standard.” Student is able to
-
  2.5 No major errors or emissions regarding 2.0 content and partial knowledge of the 3.0 content.
2.0 Student is able to -
  1.5 In addition to 1.0 content, student has partial knowledge of the 2.0 and/or 3.0 content.
1.0 Student is able to
-
  0.5 Limited or no understanding of the skill id demonstrated.

Resources

Websites

  • Add resources with links, youtube or PDF

Vocabulary

  • List

 


ELA-00.W.08

Under Development

ELA-00 Targeted Standards
(W) Strand: Writing
Cluster: Research to Build and Present Knowledge.

ELA-00.W.08 With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.

Student Learning Targets:

Knowledge Targets

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

Product Targets

  • I can

Proficiency (Rubric) Scale

Score   Description Sample Activity
4.0 Student is able to
-
  3.5 In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0 “The Standard.” Student is able to
-
  2.5 No major errors or emissions regarding 2.0 content and partial knowledge of the 3.0 content.
2.0 Student is able to -
  1.5 In addition to 1.0 content, student has partial knowledge of the 2.0 and/or 3.0 content.
1.0 Student is able to
-
  0.5 Limited or no understanding of the skill id demonstrated.

Resources

Websites

  • Add resources with links, youtube or PDF

Vocabulary

  • List

 


ELA-00.W.09

Under Development

ELA-00 Targeted Standards
(W) Strand: Writing
Cluster: Research to Build and Present Knowledge.

ELA-00.W.09 (Begins in grade 4)

Student Learning Targets:

Knowledge Targets

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

Product Targets

  • I can

Proficiency (Rubric) Scale

Score   Description Sample Activity
4.0 Student is able to
-
  3.5 In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0 “The Standard.” Student is able to
-
  2.5 No major errors or emissions regarding 2.0 content and partial knowledge of the 3.0 content.
2.0 Student is able to -
  1.5 In addition to 1.0 content, student has partial knowledge of the 2.0 and/or 3.0 content.
1.0 Student is able to
-
  0.5 Limited or no understanding of the skill id demonstrated.

Resources

Websites

  • Add resources with links, youtube or PDF

Vocabulary

  • List

 


ELA-00.W.10

Under Development

ELA-00 Targeted Standards
(W) Strand: Writing
Cluster: Range of Writing.

ELA-00.W.10 (Begins in grade 3)

Student Learning Targets:

Knowledge Targets

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

Product Targets

  • I can

Proficiency (Rubric) Scale

Score   Description Sample Activity
4.0 Student is able to
-
  3.5 In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0 “The Standard.” Student is able to
-
  2.5 No major errors or emissions regarding 2.0 content and partial knowledge of the 3.0 content.
2.0 Student is able to -
  1.5 In addition to 1.0 content, student has partial knowledge of the 2.0 and/or 3.0 content.
1.0 Student is able to
-
  0.5 Limited or no understanding of the skill id demonstrated.

Resources

Websites

  • Add resources with links, youtube or PDF

Vocabulary

  • List

 



Page:  1  2  3  4  5  6  (Next)
  ALL